Implementing Check in/Check out for Students with Intellectual Disability in Self-Contained Classrooms by Lauren Boden, Robin Ennis and Kristine Jolivette. Teaching Exceptional Children, Vol. 45, No. 1. This article is about how a teacher in a high school self-contained classroom for students with moderate intellectual disabilities implemented a behavior and support program to reduce unwanted behaviors. The students in the class were not responding to the schoolwide behavior program and showed behaviors such as following rules, having to need constant re-direction, being respectful and staying in one’s seat. The teacher started an intervention called check-in/check out (CICO) with the class. The CICO process monitors individual behavioral goals with a daily progress report(DPR). The five steps of CICO are check-in, receive feedback, check out, home component and return to school For check in, the student meets with a mentor (can be teacher or para) and receives a points sheet (DPR) and sets a behavioral goal for the day. The student receives feedback throughout the day and receives a score on the DPR from 0 to 2. The student reviews the DPR with the mento and gets reinforcement and praise if succeessful. Parents sign the DPR and give appropriate feedback at home. When the student returns the DPR next day, feedback is given and goal is set. Rewards for points include tokens for classroom store and/or more leisure time on a computer. Picture clues can be used for non readers.